Children with Developmental Language Disorders: Language Development and Verbal Working Memory
Yıl 2021,
Cilt: 22 Sayı: 4, 871 - 893, 01.12.2021
Uğur Hassamancıoğlu
,
Özcan Doğan
Öz
Introduction: This study aimed to identify the relationship between language development and verbal working memory performances of children with developmental language disorders. The sample of the study consisted of 45 children between the months of 60-93 who received individual language and speech therapy. According to the educational evaluation of governmental institutions and organizations, it was decided that these children should only receive language and speech therapy.
Method: The data were obtained by using the Turkish Early Language Development Test (TELD) and the Working Memory Scale (WMS). The relationships between the sub-dimensions of verbal working memory and receptive, expressive, and verbal language development were examined.
Findings: According to the results, significant relationships were found between all sub-dimensions of verbal working memory and children's language skills. The relationship between verbal short-term memory and receptive language skills was found to be higher than expressive language skills. The language development and verbal working memory performances of children did not change depending on the duration of therapy.
Discussion: It was observed that children who have difficulties in language development regardless of their particular disability show different performances in the sub-dimensions of verbal working memory. It can be argued that a holistic and detailed assessment should be made by including cognitive processes along with language skills.
Kaynakça
- Acheson, D. J., & Macdonald, M. C. (2009). Twisting Tongues and Memories: Explorations of the Relationship Between Language Production and Verbal Working Memory. Journal of Memory and Language, 60(3), 329-350.
- Adams, A.-M., & Gathercole, S. E. (1998). Limitations in Working Memory: Implications for Language Development. International Journal of Language & Communication Disorders, 35(1), 95-116.
- Adams, E. J., Nguyen, A. T., & Cowan, N. (2018). Theories of Working Memory: Differences in Definition, Degree of Modularity,Role of Attention, and Purpose. Language, Speech, and Hearing Services in Schools, 3(49), 340-355.
- Akoğlu, G. (2011). Gelişimsel Dil Bozukluğu Olan ve Normal Gelişim Gösteren Çocuklarda Sözdizimi Anlama Becerileri ile Sözel Çalışma Belleği İlişkisinin İncelenmesi (Doktora Tezi). Ankara: Ankara Üniversitesi.
- Akoğlu, G., & Acarlar, F. (2014). Gelişimsel Dil Bozukluklarında Söz Dizimi Anlama ve Sözel Çalışma Belleği İlişkisinin İncelenmesi. Türk Psikoloji Dergisi, 29(73), 89-103.
- Akoğlu͕, G., Saranlı͕, A. G., & Şahin, ͕. S. (2016). Özel Gereksinimli Çocuklarda Tanı ve Değerlendirme. Ç. Dinçer içinde, Gelişimsel Tanı ve Değerlendirme Yöntemleri (s. 60-98). Eskişehir: Anadolu Üniversitesi Yayınları.
- Alloway, T. P., & Archibald, L. (2008). Working Memory and Learning in Children With Developmental Coordination Disorder and Specific Language Impairment. Journal of Learning Disabilities, 41(3), 251-262.
- Alloway, T. P., Gathercole, S. E., Adams, A.-M., Willis, C., Eaglen, R., & Lamont, E. (2005). Working Memory and Phonological Awareness as Predictors of Progress Towards Early Learning Goals at School Entry. The British Psychological Society, 23, 417-426.
- Amerikan Psikiyatri Birliği. (2013). Ruhsal Bozuklukların Tanısal ve Sayımsal Elkitabı, 5. Baskı. (E. Köroğlu, Çev.) Ankara: Hekimler Birliği Yayıncılık.
- Amichetti, N. M., Stanley, R. S., White, A. G., & Wingfield, A. (2013). Monitoring The Capacity of Working Memory: Executive Control and Effects of Listening Effort. Memory & Cognition, 41(6), 839-849. doi:doi:10.3758/s13421-013-0302-0
- Angell, C. A. (2009). Language Development and Disorders: A Case Study Approach. Ontario: Jones and Bartlett Publishers.
- Archibald, L. M. (2017). Working Memory and Language: A Review. Child Language Teaching and Therapy, 33(1), 5-17.
- Archibald, L. M., & Gathercole, S. E. (2006a). Nonword Repetition: A Comparison of Test. Journal of Speech, Language, and Hearing Research, 49(5), 970-982. doi: 1092-4388/06/4905-0970
- Archibald, L. M., & Gathercole, S. E. (2006b). Visuospatial immediate memory in specific language impairment. Journal of Speech, Language, and Hearing Research, 49(2), 265-277. doi:10.1044/1092-4388(2006/022)
- Archibald, L. M., & Gathercole, S. E. (2007). Nonword Repetition and Serial Recall: Equivalent Measures of Verbal Short-Term Memory? Applied Psycholinguistics, 28, 587–606. doi: 10.1017/S0142716407070324
- Archibald, L. M., & Griebeling, K. H. (2016). Rethinking the Connection Between Working Memory and Language. International Journal of Language & Communication Disorders, 51(3), 252-264.
- ASHA-American Speech-Language-Hearing Association. (2020, Mart 31). Language In Brief. Association͕ American Speech Language Hearing: https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/language-in--brief/ͬ adresinden alındı
- Atkins, P. W., & Baddeley, A. D. (1998). Working Memory and Distributed Vocabulary Learning. Applied Psycholinguistics, 19(4), 537-552.
- Baddeley, A. (2003a). Working Memory and Language͗ An Overwiev͘. Journal of Communication Disorders, 36(3), 189-208. doi:10.1016/S0021-9924(03)00019-4
- Baddeley, A. (2003b). Working Memory͗ Looking Back and Looking Forward. Nature Reviewsͬ/Neuroscience, 4(10), 829-875. doi:10.1038/nrn120
- Baddeley, A. (2007). Working Memory, Thought and Action. New York: Oxford Psychology Series.
- Baddeley, A. (2010). Working Memory. Current Biology, 20(4), 136-140.
- Baddeley, A. (2012). Working Memory: Theories,Models, and Controversies. Annual Review of Psychology, 63, 1–29.
- Banales, E., Kohnen, S., & McArthur, G. (2015). Can Verbal Working Memory Training Improvereading? Cognitive Neuropsychology, 32(3), 1-29. doi:10.1080/02643294.2015.1014331
- Bishop, D. V. (2006). What Causes Specific Language Impairment in Children? Current Directions in Psychological Science, 15(5), 217-221. https://doi.org/10.1111/j.1467-8721.2006.00439.x
- Blacker, K. J., & Curby, K. M. (2014). Effects of Action Video Game Training on Visual Working Memory. Journal of Experimental Psychology: Human Perception and Performance, 40(5), 1992-2004. https://doi.org/10.1037/a0037556
- Bloom, L., & Lahey͕, M. (1978). ͘ Language Development and Language Disorders. New York: John Wiley & Sons.
- Botting, N., & Conti-Ramsden, G. (2003). Characteristics of Children With Specific Language Impairment. L. Verhoeven, & H. van Balkom içinde, Classificaton of Developmental
Language Disorder͗ Theoretical İssues and Clinical Implications (s. 23-38). United States of America: Lawrence Erlbaum Associates.
- Brewin, C. R., & Smart, L. (2005). Working Memory Capacity and Suppression of Intrusive Thoughts. Journal of Behavior Therapy and Experimental Psychiatry, 36(1), 61-68.
- Buchsbaum, B. R. (2016). Chapter 69. Working Memory and Language. G. Hickok, & S. L. Small içinde, Neurobiology of Language (s. 863-875). Academic Press.
- Coady, J. A., & Evans, J. L. (2010). Uses And İnterpretations of Non‐Word Repetition Tasks in Children with and Without Specific Language İmpairments (SLI). International Journal of Language & Communication Disorders, 40(1), 1-40.
- Coady, J. A., Mainela-Arnold, E., & Evans, J. L. (2012). Phonological and Lexical Effects in Verbal Recall by Children With Specific Language Impairments. International Journal of Language & Communication Disorders, 48(2), 144-159.
- Conti-Ramsden, G., & Hesketh, A. (2003). Risk markers for SLI: a study of young language-learning children. International Journal of Language & Communication Disorders, 38(3), 251-263.
- Currie, N., & Muijselaar, M. M. (2019). Inference Making in Young Children: The Concurrent and Longitudinal Contributions of Verbal Working Memory and Vocabulary. Journal of Educational Psychology, 111(8), 1416–1431. https://doi.org/10.1037/edu0000342
- Çevik, Ç. (2019). İletişim͕ Konuşma ve Dil͗ Temel Kavramlar. F. Acarlar, & Ö. Diken içinde, Yetersizliği Olan Bireylerin Dil ve İletişim Becerilerinin Desteklenmesi (s. 2-24). Ankara: Pegem Akademi Yayıncılık.
- Defilippi, A. C., Garcia, R. B., & Galera, C. (2019). Irrelevant Sound Interference on Phonological and Tonal Working Memory in Musicians and Nonmusicians. Psicologia: Reflexão e Crítica, 32(2), 1-10. https://doi.org/10.1186/s41155-018-0114-z
- Diken, Ö. (2013). İletişim Becerilerinin Desteklenmesi. H. İ. Diken içinde, İlköğretimde Kaynaştırma (s. 2-25). Ankara: Pegem Akademi Yayıncılık.
- Dodwell, K., & Bavin, E. L. (2010). Children With Specific Language Impairment: An Investigation of Their Narratives and Memory. International Journal of Language & Communication Disorders, 43(2), 201-218.
- Dollaghan, C., & Cample, T. F. (1998). Nonword Repetition and Child Language Impairment. Journal of Speech Language and Hearing Research, 41(5), 1136-1146. https://doi.org/10.1044/jslhr.4105.1136
- Dosi, I. (2019, 3 2). Aspectual and cognitive asymmetries in Greek-speaking children with Specific Language Impairment (SLI). 23th International Symposium on Theoretical and Applied Linguistic-2017. 23, s. 122-140. Selected Papers of ISTAL.
- Dun, v. K., & Marien, P. (2016). Cerebellar-Induced Aphasia and Related Language Disorders. P. Marien, & M. Manto içinde, The Linguistic Cerebellum (s. 107-133). Cambridge: Academic Press.
- Ergül, C., Yılmaz, Ç. Ö., & Demir, E. (2018). 5-10 Yaş Grubu Çocuklara Yönelik Geliştirilmiş Çalışma Belleği Ölçeğinin Geçerlik ve Güvenirliği. Eğitimde Kuram ve Uygulama, 14(2), 187-214. doi:10.17244/eku.427280
- Fortunato-Tavares, T., Andrade, C. R., Befi-Lopes, D., Limongi, S. O., Fernandes, F. D., & Schwartz, R. G. (2015). Syntactic Comprehension and Working Memory in Children With Spesific Language Impairment, Autism or Down Syndrome. Clinical Linguistics & Phonetics, 29(7), 499-522.
- Frizelle, P., & Fletcher, P. (2015). The Role of Memory in Processing Relative Clauses in Children With Specific Language Impairment. 24(1), 47-59.
- Gathercole, S. E. (2006). Nonword Repetition and Word Learning: The Nature Of the Relationship. Applied Psycholinguistics, 27(4), 513-543.
- Gathercole, S. E., & Baddeley, A. D. (1993). Phonological Working Memory: A Critical Building Block For Reading Development and Vocabulary Acquisition? European Journal of
Psychology of Education, 8(3), 259-272.
- Gorman, B. K. (2012). Relation Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners. American Journal of Speech-Language Pathology, 21(2), 109-132. https://doi.org/10.1044/1058-0360(2011/10-0063)
- Gray, S. (2003). Diagnostic Accuracy and Test–retest Reliability of Nonword Repetition and Digit Span Tasks Administered to Preschool Children With Specific Language Impairment. Journal of Communication Disorder, 36(2), 129-151.
- Gray, S. (2006). The Relationship Between Phonological Memory, Receptive Vocabulary, and Fast Mapping in Young Children with Specific Language İmpairment. Journal of Speech, Language, and Hearing Research, 49(5), 955-969.
- Güven, S., & Topbaş, S. (2015). Erken Dil Gelişimi TestiÜçüncü Versiyonu’nun Üçüncü Versiyonu'nun (Test of Early Language Development-Third Edition) Türkçe'ye Uyarlama, Geçerlik ve Güvenirlik Ön Çalışması. International Journal of Early Childhood Special Education, 6(2), 151-176.
- Hazrat, M. (2015). The Roles of Working Memory Components in Vocabulary Knowledge. International Journal of English Language and Literature Studies, 4(2), 58-67.
- Hegde, M. N., & Maul, C. A. (2006). Language Disorders in Children: An Evidence-Based Approach to Assessment and Treatment. Boston: Pearson Education.
- Henry, L. (2012). The Verbal Working Memory Model. L. Henry içinde, Development of Working Memory in Children (s. 1-36). SAGE Publications LTD.
- Just, M. A., & Carpenter, P. A. (1992). A Capacity Theory of Comprehension: Individual Differences in Working Memory. Psychological Review, 99(1), 122-149.
- Kim, Y.-S. G. (2016). Direct and Mediated Effects of Language and Cognitive Skills on Comprehension of Oral Narrative Texts (Listening Comprehension) for Children. Journal of Experimental Child Psychology, 141, 101-120.
- Klatte, M., & Lachmann, T. (2010). The Irrelevant Sound Effect in Short-term Memory: Is There Developmental Change? European Journal of Cognitive Psychology, 22(8), 1168-1191. doi:10.1080/09541440903378250
- Kronenberger, W. G., & Pisoni, D. B. (2016). Working Memory Training in Deaf Children with Cochlear Implants. Pediatric Coclear Implantation, 275-292. doi:10.1007/978-1-4939-2788-3_18
- Leonard, L. B. (2000). Children with Specific Language Impairment. Londra: The MIT Press.
- Leonard, L. B. (2001). Speech and Language Impairments in Children͗ Causes, Characteristics, Intervention and Outcome. D. V. Bishop, & L. B. Leonard içinde, Speech and Language Impairments in Children (s. 115-130). Philadelphia: Psychology Press.
- Lieberman, D. A. (2004). Learning and Memory: An Intagrative Approach. Toronto: Thomson Learning.
- Lukacs, A., & Ladanyi, E. (2016). Executive Functions and the Contribution of Short-Term Memory Span in Children With Specific Language Impairment. Neuropsychology, 30(3), 296-303.
- Mainela-Arnold, E., & Evans, J. (2005). Beyond Capacity Limitations: Determinants of Word Recall Performance on Verbal Working Memory Span Tasks in Children With SLI. Journal of Speech, Language, and Hearing Research, 48(4), 897-909.
- Mainela-Arnold, E., Evans, J. L., & Coady, J. (2010a). Beyond Capacity Limitations II: Effects of Lexical Processes on Word Recall in Verbal Working Memory Tasks in Children With and Without Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 53(6), 1656-1672.
- Mainela-Arnold, E., Evans, J. L., & Coady, J. A. (2010b). Explaining Lexical–Semantic Deficits in Specific Language Impairment: The Role of Phonological Similarity, Phonological Working Memory, and Lexical Competition. Journal of Speech, Language, and Hearing Research , 53(6), 1742-1756.
- Marvel, C. L., & Desmond, J. E. (2015). The Cerebellum and Verbal Working Memory. P. Marien, & M. Manto içinde, The Linguistic Cerebellum (s. 51-62). San Diego: Academic Press.
- Melby-Lervag, M., Lervag, A., Halaas Lyster, S.-A., Klem, M., Hagtvet, B., & Hulme, C. (2012). Nonword-Repetition Ability Does Not Appear to Be a Causal Influence on Children’s Vocabulary Development. Psychological Science, 23(10), 1092-1098. https://doi.org/10.1177/0956797612443833
- Montgomery, J. W. (1995). Sentence Comprehension in Children With Specific Language Impairment: The Role of Phonological Working Memory. Journal of Speech, Language, and Hearing Research, 38(1).
- Montgomery, J. W. (2000). Verbal Working Memory and Sentence Comprehension in Children with Specific Language İmpairment. Journal of Speech, Language, and Hearing Research, 42(2), 293–308.
- Montgomery, J. W. (2002). Understanding the Language Difficulties of Children With Specific Language Impairments: Does Verbal Working Memory Matter? American Journal of Speech-Language Pathology, 11(1), 77-91. doi:1058-0360/02/1101-0077
- Montgomery, J. W. (2003). Working Memory and Comprehension in Children With Specific Language Impairment: What We Know So Far. Journal of Communication Disorders, 36(3), 221-231.
- Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010). Working Memory and Specific Language Impairment: An Update on the Relation and Perspectives on Assessment and Treatment. American Journal of Speech-Language Pathology, 19(1), 78-94.
- Niyazi, K. (2019). Bilimsel Araştırma Yöntemi, Kavramlar İlkeler Teknikler (34. Baskı b.). Ankara: Nobel Akademik Yayıncılık.
- Nozari, N. (2018). Chapter Seven - How special is language production? Perspectives from monitoring and control. K. D. Federmeier, & D. G. Watson içinde, Current Topics in Language (s. 179-213). Elsevier Inc.
- Oetting, J. B., McDonald, J. L., & Hegarty, M. (2016). Sentence Recall by Children With SLI Across Two Nonmainstream Dialects of English. Journal of Speech Language and Hearing Research, 59(1), 183-194.
- Owens, R. E. (2004). Language Disorders͗ A Functional Approach to Assessment and Intervention 4th Edition. Boston: Pearson Education.
- Pham, A. V., & Hasson, R. M. (2014). Verbal and Visuospatial Working Memory as Predictors of Children’s Reading Ability. Archives of Clinical Neuropsychology, 29(5), 467-477.
- Prelock, P. A., & Hutchins, T. L. (2018). Children with Specific Language Impairment. P. A. Prelock, & T. L. Hutchins içinde, Clinical Guide to Assessment and Treatment of Communication Disorders (s. 53-64). Springer International Publishing.
- Rapin, I. M., Dunn, M. A., Allen, D. A., Stevens, M. C., & Fein, D. (2009). Subtypes of Language Disorders in School-Age Children With Autism. Developmental Neuropsychology, 34(1), 66-84. https://doi.org/10.1080/87565640802564648
- Riches, N. G., Laucas, G., Baird, G., Charmans, T., & Simonoff, E. (2008). Sentence Repetition in Adolescents With Specific Language Impairments and Autism: An Investigation Of Complex Syntax. International Journal of Language & Communication Disorders, 45(1), 47-60.
- Rusli, Y. A., & Montgomery, J. W. (2017). Children’s Comprehension of Object Relative Sentences: It’s Extant Language Knowledge That Matters, Not Domain-General Working Memory. Journal of Speech Language and Hearing Research, 60(10), 1-14.
- Saeed, T., & Tahir, S. (2016). Impact of Working Memory and Cognitive Functioning on Specific Language Impairment (SLI). Journal of Psychology & Clinical Psychiatry, 6(4).
- Santos, d. C., & Ferre, S. (2018). A Nonword Repetition Task to Assess Bilingual Children’s Phonology Children’s Phonology. Language Acquisition, 25(1), 58-71. https://doi.org/10.1080/10489223.2016.1243692
- Schoff, K. (2019, Mayıs 8). Nonword Repetition and Word Learning in Children with Specific Language Impairment. Undergraduate Honors Thesis Collection/ A Thesis. Butler University .
- Schuele, M. C., & Hadley, P. A. (1999). Potential Advantages of Introducing Specific Language Impairment to Families. American Journal of Speech-Language Pathology, 8(1), 11-22. https://doi.org/10.1044/1058-0360.0801.11
- Schwering, S. C., & MacDonald, M. C. (2020). Verbal Working Memory as Emergent from Language Comprehension and Production. Hypothesis and Theory, 14(68). https://doi.org/10.3389/fnhum.2020.00068
- Seyhun͘, T. (1999). Dil ve Konuşma Sorunlu Çocukların Sesbilgisel Çözümleme Yöntemi ile Değerlendirilmesi ve Konuşma Dillerindeki Sesbilgisel Özelliklerin Betimlenmesi. Eskişehir: Anadolu Üniversitesi Yayınları.
- Simms, M. D. (2007). Language Disorders in Children: Classification and Clinical Syndromes. Pediatric Clinics of North America, 50(3), 437-467. https://doi.org/10.1016/j.pcl.2007.02.014
- Slavin͕, R. E. (2015). Bilişsel͕ Dil ve Okuma-Yazma Gelişimi. R. E. Slavin͕ içinde, Eğitim Psikolojisi, Kuram ve Uygulama (G. Yüksel, Çev., s. 28-47). Ankara: Nobel Akademik Yayıncılık.
- Spanoudis, G. C., & Natsopoulos, D. (2011). Memory Functioning and and Mental Verbs Acquisition in Children with Specific Language Impairment. Research in Developmental Disabilities, 32(6), 2916-2926. doi:10.1016/j.ridd.2011.05.011
- Stokes, S. F., Klee, T., Kornisck, M., & Furlong, L. (2017). Visuospatial and Verbal Short-Term Memory Correlates of Vocabulary Ability in Preschool Children. Journal of Speech Language and Hearing, 60(10), 1-10.
- Tabachnick, B. G., & Fidell, L. S. (2018). Using Multivariate Statistics, 7th Edition. New York: Pearson Education.
- Turan, F. (2016). Dil ve Konuşma Bozuklukları. N. Metin, & A. İ. Yükselen içinde, Özel Gereksinimli Çocuklar ve Kaynaştırma (Cilt 2. Baskı, s. 145-161). Ankara: Hedef CS Basın Yayın.
- Turan, F. (2018). İletişim͕ Dil ve Konuşma Bozukluğu Olan Çocuklar. N. Metin içinde, Özel Gereksinimli Çocuklar (Cilt 2. Baskı, s. 179-226). Ankara: Anı Yayıncılık.
- Veeramani, P., & Rathinaswamy, R. (2019). Statistical learning of dependencies in children with specific language impairment: An exploratory study. International Journal of Research Studies in Language Learning, 8(2), 1-12. doi:10.5861/ijrsll.2019.3015
- Verhagen, J., & Leseman, P. (2016). How Do Verbal Short-Term Memory and Working Memory Relate to The Acquisition of Vocabulary and Grammar? A Comparison Between First and Second Language Learners. Journal of Experimental Child Psychology, 141, 65-82.
- Vugs, B., Cuperus, J., Knoors, H., Hendirks, M., & Verhoeven, L. (2017). Chapter 8 Executive Function Training Effects in children with SLI. B. Vugs içinde, Executive functions in children with SLI: a dynamic perspective (s. 141-160). Rottherdam.
- Vugs, B., Hendriks, M., Cuperus, J., & Verhoeven, L. (2014). Working Memory Performance and Executive Function Behaviors in Young Children with SLI. Research in Developmental Disabilities, 35(1), 62-74.
- Vugs, B., Hendriks, M., Cuperus, J., Knoors, H., & Verhoeven, L. (2017). Developmental Associations Between Working Memory and Language in Children With Specific Language Impairment: A Longitudinal Study. Journal of Speech, Language, and Hearing Research, 60(14), 1-11.
- Vugs, B., Knoors, H., Cuperus, J., Hendriks, M., & Verhoeven, L. (2016). Interactions between working memory and language in young children with specific language impairment (SLI). Child Neuropsychology, 22(8), 955-978.
- Waters, G. S., & Caplan, D. (2006). Language Comprehension and Verbal Working Memory. Encyclopedia of Cognitive Science, 1-15.
- Weighall, A. R., & Altmann, G. T. (2010). The Role of Working Memory and Contextual Constraints in Children's Processing of Relative Clauses. Journal of Child Language, 38(3), 579-605.
- Ziethe, A., Eysholdt, U., & Doellinger, M. (2013). Sentence Repetition and Digit Span: Potential Markers of Bilingual Children With Suspected SLI? Logopedics Phoniatrics Vocology, 38(1), 1-10.
Gelişimsel Dil Bozukluğu Olan Çocuklar: Dil Gelişimi ve Sözel Çalışma Belleği
Yıl 2021,
Cilt: 22 Sayı: 4, 871 - 893, 01.12.2021
Uğur Hassamancıoğlu
,
Özcan Doğan
Öz
Giriş: Sözel çalışma belleğinin yapısı ve işleyişi göz önünde bulundurulduğunda, gelişimsel dil bozukluğuna sahip çocukların yaşadıkları dil güçlüklerinin sözel çalışma belleği sorunlarının bir yansıması olabileceği düşünülmüştür. Bu araştırma, ilişkisel tarama modelini kullanarak gelişimsel dil bozukluğuna sahip çocukların dil gelişimleri ile sözel çalışma belleği performansları arasındaki ilişkileri ortaya koymayı amaçlamaktadır.
Yöntem: Bireysel dil ve konuşma bozuklukları terapisinden yararlanan, anadili Türkçe, 60-93 ay arasında olan ve kamu kurum ve kuruluşlarınca yapılan eğitsel değerlendirme sonucunda yalnızca dil gelişiminin desteklenmesine karar verilen 45 çocuk araştırmanın örneklemini oluşturmaktadır. Veriler Türkçe Erken Dil Gelişim Testi (TEDİL) ve Çalışma Belleği Ölçeği (ÇBÖ) kullanılarak toplanmış, sözel çalışma belleği alt boyutları ile alıcı, ifade edici ve sözel dil gelişimi arasındaki ilişkiler bu çalışma kapsamında incelenmiştir.
Bulgular: Sonuçlara göre sözel çalışma belleği alt boyutlarının tamamı ile çocukların dil becerileri arasında anlamlı düzeyde ilişkiler bulunmuştur. Sözel kısa süreli bellek ile alıcı dil becerileri arasındaki ilişki düzeyi ifade edici dil becerilerine nazaran daha yüksektir. Ayrıca çocukların dil gelişimleri ile sözel çalışma belleği performanslarının terapiden yararlanma sürelerine bağlı olarak değişiklik göstermediği sonucuna ulaşılmıştır.
Tartışma: Belirli bir engele bağlı olmaksızın dil gelişiminde güçlük yaşayan çocukların, sözel çalışma belleğinin alt boyutlarında farklı performanslar gösterdiği görülmüştür. Bu çocukların değerlendirme sürecine dil becerileriyle birlikte bilişsel süreçlerin de dahil edilerek bütüncül ve ayrıntılı bir değerlendirme yapılması gerektiği ileri sürülebilir.
Kaynakça
- Acheson, D. J., & Macdonald, M. C. (2009). Twisting Tongues and Memories: Explorations of the Relationship Between Language Production and Verbal Working Memory. Journal of Memory and Language, 60(3), 329-350.
- Adams, A.-M., & Gathercole, S. E. (1998). Limitations in Working Memory: Implications for Language Development. International Journal of Language & Communication Disorders, 35(1), 95-116.
- Adams, E. J., Nguyen, A. T., & Cowan, N. (2018). Theories of Working Memory: Differences in Definition, Degree of Modularity,Role of Attention, and Purpose. Language, Speech, and Hearing Services in Schools, 3(49), 340-355.
- Akoğlu, G. (2011). Gelişimsel Dil Bozukluğu Olan ve Normal Gelişim Gösteren Çocuklarda Sözdizimi Anlama Becerileri ile Sözel Çalışma Belleği İlişkisinin İncelenmesi (Doktora Tezi). Ankara: Ankara Üniversitesi.
- Akoğlu, G., & Acarlar, F. (2014). Gelişimsel Dil Bozukluklarında Söz Dizimi Anlama ve Sözel Çalışma Belleği İlişkisinin İncelenmesi. Türk Psikoloji Dergisi, 29(73), 89-103.
- Akoğlu͕, G., Saranlı͕, A. G., & Şahin, ͕. S. (2016). Özel Gereksinimli Çocuklarda Tanı ve Değerlendirme. Ç. Dinçer içinde, Gelişimsel Tanı ve Değerlendirme Yöntemleri (s. 60-98). Eskişehir: Anadolu Üniversitesi Yayınları.
- Alloway, T. P., & Archibald, L. (2008). Working Memory and Learning in Children With Developmental Coordination Disorder and Specific Language Impairment. Journal of Learning Disabilities, 41(3), 251-262.
- Alloway, T. P., Gathercole, S. E., Adams, A.-M., Willis, C., Eaglen, R., & Lamont, E. (2005). Working Memory and Phonological Awareness as Predictors of Progress Towards Early Learning Goals at School Entry. The British Psychological Society, 23, 417-426.
- Amerikan Psikiyatri Birliği. (2013). Ruhsal Bozuklukların Tanısal ve Sayımsal Elkitabı, 5. Baskı. (E. Köroğlu, Çev.) Ankara: Hekimler Birliği Yayıncılık.
- Amichetti, N. M., Stanley, R. S., White, A. G., & Wingfield, A. (2013). Monitoring The Capacity of Working Memory: Executive Control and Effects of Listening Effort. Memory & Cognition, 41(6), 839-849. doi:doi:10.3758/s13421-013-0302-0
- Angell, C. A. (2009). Language Development and Disorders: A Case Study Approach. Ontario: Jones and Bartlett Publishers.
- Archibald, L. M. (2017). Working Memory and Language: A Review. Child Language Teaching and Therapy, 33(1), 5-17.
- Archibald, L. M., & Gathercole, S. E. (2006a). Nonword Repetition: A Comparison of Test. Journal of Speech, Language, and Hearing Research, 49(5), 970-982. doi: 1092-4388/06/4905-0970
- Archibald, L. M., & Gathercole, S. E. (2006b). Visuospatial immediate memory in specific language impairment. Journal of Speech, Language, and Hearing Research, 49(2), 265-277. doi:10.1044/1092-4388(2006/022)
- Archibald, L. M., & Gathercole, S. E. (2007). Nonword Repetition and Serial Recall: Equivalent Measures of Verbal Short-Term Memory? Applied Psycholinguistics, 28, 587–606. doi: 10.1017/S0142716407070324
- Archibald, L. M., & Griebeling, K. H. (2016). Rethinking the Connection Between Working Memory and Language. International Journal of Language & Communication Disorders, 51(3), 252-264.
- ASHA-American Speech-Language-Hearing Association. (2020, Mart 31). Language In Brief. Association͕ American Speech Language Hearing: https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/language-in--brief/ͬ adresinden alındı
- Atkins, P. W., & Baddeley, A. D. (1998). Working Memory and Distributed Vocabulary Learning. Applied Psycholinguistics, 19(4), 537-552.
- Baddeley, A. (2003a). Working Memory and Language͗ An Overwiev͘. Journal of Communication Disorders, 36(3), 189-208. doi:10.1016/S0021-9924(03)00019-4
- Baddeley, A. (2003b). Working Memory͗ Looking Back and Looking Forward. Nature Reviewsͬ/Neuroscience, 4(10), 829-875. doi:10.1038/nrn120
- Baddeley, A. (2007). Working Memory, Thought and Action. New York: Oxford Psychology Series.
- Baddeley, A. (2010). Working Memory. Current Biology, 20(4), 136-140.
- Baddeley, A. (2012). Working Memory: Theories,Models, and Controversies. Annual Review of Psychology, 63, 1–29.
- Banales, E., Kohnen, S., & McArthur, G. (2015). Can Verbal Working Memory Training Improvereading? Cognitive Neuropsychology, 32(3), 1-29. doi:10.1080/02643294.2015.1014331
- Bishop, D. V. (2006). What Causes Specific Language Impairment in Children? Current Directions in Psychological Science, 15(5), 217-221. https://doi.org/10.1111/j.1467-8721.2006.00439.x
- Blacker, K. J., & Curby, K. M. (2014). Effects of Action Video Game Training on Visual Working Memory. Journal of Experimental Psychology: Human Perception and Performance, 40(5), 1992-2004. https://doi.org/10.1037/a0037556
- Bloom, L., & Lahey͕, M. (1978). ͘ Language Development and Language Disorders. New York: John Wiley & Sons.
- Botting, N., & Conti-Ramsden, G. (2003). Characteristics of Children With Specific Language Impairment. L. Verhoeven, & H. van Balkom içinde, Classificaton of Developmental
Language Disorder͗ Theoretical İssues and Clinical Implications (s. 23-38). United States of America: Lawrence Erlbaum Associates.
- Brewin, C. R., & Smart, L. (2005). Working Memory Capacity and Suppression of Intrusive Thoughts. Journal of Behavior Therapy and Experimental Psychiatry, 36(1), 61-68.
- Buchsbaum, B. R. (2016). Chapter 69. Working Memory and Language. G. Hickok, & S. L. Small içinde, Neurobiology of Language (s. 863-875). Academic Press.
- Coady, J. A., & Evans, J. L. (2010). Uses And İnterpretations of Non‐Word Repetition Tasks in Children with and Without Specific Language İmpairments (SLI). International Journal of Language & Communication Disorders, 40(1), 1-40.
- Coady, J. A., Mainela-Arnold, E., & Evans, J. L. (2012). Phonological and Lexical Effects in Verbal Recall by Children With Specific Language Impairments. International Journal of Language & Communication Disorders, 48(2), 144-159.
- Conti-Ramsden, G., & Hesketh, A. (2003). Risk markers for SLI: a study of young language-learning children. International Journal of Language & Communication Disorders, 38(3), 251-263.
- Currie, N., & Muijselaar, M. M. (2019). Inference Making in Young Children: The Concurrent and Longitudinal Contributions of Verbal Working Memory and Vocabulary. Journal of Educational Psychology, 111(8), 1416–1431. https://doi.org/10.1037/edu0000342
- Çevik, Ç. (2019). İletişim͕ Konuşma ve Dil͗ Temel Kavramlar. F. Acarlar, & Ö. Diken içinde, Yetersizliği Olan Bireylerin Dil ve İletişim Becerilerinin Desteklenmesi (s. 2-24). Ankara: Pegem Akademi Yayıncılık.
- Defilippi, A. C., Garcia, R. B., & Galera, C. (2019). Irrelevant Sound Interference on Phonological and Tonal Working Memory in Musicians and Nonmusicians. Psicologia: Reflexão e Crítica, 32(2), 1-10. https://doi.org/10.1186/s41155-018-0114-z
- Diken, Ö. (2013). İletişim Becerilerinin Desteklenmesi. H. İ. Diken içinde, İlköğretimde Kaynaştırma (s. 2-25). Ankara: Pegem Akademi Yayıncılık.
- Dodwell, K., & Bavin, E. L. (2010). Children With Specific Language Impairment: An Investigation of Their Narratives and Memory. International Journal of Language & Communication Disorders, 43(2), 201-218.
- Dollaghan, C., & Cample, T. F. (1998). Nonword Repetition and Child Language Impairment. Journal of Speech Language and Hearing Research, 41(5), 1136-1146. https://doi.org/10.1044/jslhr.4105.1136
- Dosi, I. (2019, 3 2). Aspectual and cognitive asymmetries in Greek-speaking children with Specific Language Impairment (SLI). 23th International Symposium on Theoretical and Applied Linguistic-2017. 23, s. 122-140. Selected Papers of ISTAL.
- Dun, v. K., & Marien, P. (2016). Cerebellar-Induced Aphasia and Related Language Disorders. P. Marien, & M. Manto içinde, The Linguistic Cerebellum (s. 107-133). Cambridge: Academic Press.
- Ergül, C., Yılmaz, Ç. Ö., & Demir, E. (2018). 5-10 Yaş Grubu Çocuklara Yönelik Geliştirilmiş Çalışma Belleği Ölçeğinin Geçerlik ve Güvenirliği. Eğitimde Kuram ve Uygulama, 14(2), 187-214. doi:10.17244/eku.427280
- Fortunato-Tavares, T., Andrade, C. R., Befi-Lopes, D., Limongi, S. O., Fernandes, F. D., & Schwartz, R. G. (2015). Syntactic Comprehension and Working Memory in Children With Spesific Language Impairment, Autism or Down Syndrome. Clinical Linguistics & Phonetics, 29(7), 499-522.
- Frizelle, P., & Fletcher, P. (2015). The Role of Memory in Processing Relative Clauses in Children With Specific Language Impairment. 24(1), 47-59.
- Gathercole, S. E. (2006). Nonword Repetition and Word Learning: The Nature Of the Relationship. Applied Psycholinguistics, 27(4), 513-543.
- Gathercole, S. E., & Baddeley, A. D. (1993). Phonological Working Memory: A Critical Building Block For Reading Development and Vocabulary Acquisition? European Journal of
Psychology of Education, 8(3), 259-272.
- Gorman, B. K. (2012). Relation Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners. American Journal of Speech-Language Pathology, 21(2), 109-132. https://doi.org/10.1044/1058-0360(2011/10-0063)
- Gray, S. (2003). Diagnostic Accuracy and Test–retest Reliability of Nonword Repetition and Digit Span Tasks Administered to Preschool Children With Specific Language Impairment. Journal of Communication Disorder, 36(2), 129-151.
- Gray, S. (2006). The Relationship Between Phonological Memory, Receptive Vocabulary, and Fast Mapping in Young Children with Specific Language İmpairment. Journal of Speech, Language, and Hearing Research, 49(5), 955-969.
- Güven, S., & Topbaş, S. (2015). Erken Dil Gelişimi TestiÜçüncü Versiyonu’nun Üçüncü Versiyonu'nun (Test of Early Language Development-Third Edition) Türkçe'ye Uyarlama, Geçerlik ve Güvenirlik Ön Çalışması. International Journal of Early Childhood Special Education, 6(2), 151-176.
- Hazrat, M. (2015). The Roles of Working Memory Components in Vocabulary Knowledge. International Journal of English Language and Literature Studies, 4(2), 58-67.
- Hegde, M. N., & Maul, C. A. (2006). Language Disorders in Children: An Evidence-Based Approach to Assessment and Treatment. Boston: Pearson Education.
- Henry, L. (2012). The Verbal Working Memory Model. L. Henry içinde, Development of Working Memory in Children (s. 1-36). SAGE Publications LTD.
- Just, M. A., & Carpenter, P. A. (1992). A Capacity Theory of Comprehension: Individual Differences in Working Memory. Psychological Review, 99(1), 122-149.
- Kim, Y.-S. G. (2016). Direct and Mediated Effects of Language and Cognitive Skills on Comprehension of Oral Narrative Texts (Listening Comprehension) for Children. Journal of Experimental Child Psychology, 141, 101-120.
- Klatte, M., & Lachmann, T. (2010). The Irrelevant Sound Effect in Short-term Memory: Is There Developmental Change? European Journal of Cognitive Psychology, 22(8), 1168-1191. doi:10.1080/09541440903378250
- Kronenberger, W. G., & Pisoni, D. B. (2016). Working Memory Training in Deaf Children with Cochlear Implants. Pediatric Coclear Implantation, 275-292. doi:10.1007/978-1-4939-2788-3_18
- Leonard, L. B. (2000). Children with Specific Language Impairment. Londra: The MIT Press.
- Leonard, L. B. (2001). Speech and Language Impairments in Children͗ Causes, Characteristics, Intervention and Outcome. D. V. Bishop, & L. B. Leonard içinde, Speech and Language Impairments in Children (s. 115-130). Philadelphia: Psychology Press.
- Lieberman, D. A. (2004). Learning and Memory: An Intagrative Approach. Toronto: Thomson Learning.
- Lukacs, A., & Ladanyi, E. (2016). Executive Functions and the Contribution of Short-Term Memory Span in Children With Specific Language Impairment. Neuropsychology, 30(3), 296-303.
- Mainela-Arnold, E., & Evans, J. (2005). Beyond Capacity Limitations: Determinants of Word Recall Performance on Verbal Working Memory Span Tasks in Children With SLI. Journal of Speech, Language, and Hearing Research, 48(4), 897-909.
- Mainela-Arnold, E., Evans, J. L., & Coady, J. (2010a). Beyond Capacity Limitations II: Effects of Lexical Processes on Word Recall in Verbal Working Memory Tasks in Children With and Without Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 53(6), 1656-1672.
- Mainela-Arnold, E., Evans, J. L., & Coady, J. A. (2010b). Explaining Lexical–Semantic Deficits in Specific Language Impairment: The Role of Phonological Similarity, Phonological Working Memory, and Lexical Competition. Journal of Speech, Language, and Hearing Research , 53(6), 1742-1756.
- Marvel, C. L., & Desmond, J. E. (2015). The Cerebellum and Verbal Working Memory. P. Marien, & M. Manto içinde, The Linguistic Cerebellum (s. 51-62). San Diego: Academic Press.
- Melby-Lervag, M., Lervag, A., Halaas Lyster, S.-A., Klem, M., Hagtvet, B., & Hulme, C. (2012). Nonword-Repetition Ability Does Not Appear to Be a Causal Influence on Children’s Vocabulary Development. Psychological Science, 23(10), 1092-1098. https://doi.org/10.1177/0956797612443833
- Montgomery, J. W. (1995). Sentence Comprehension in Children With Specific Language Impairment: The Role of Phonological Working Memory. Journal of Speech, Language, and Hearing Research, 38(1).
- Montgomery, J. W. (2000). Verbal Working Memory and Sentence Comprehension in Children with Specific Language İmpairment. Journal of Speech, Language, and Hearing Research, 42(2), 293–308.
- Montgomery, J. W. (2002). Understanding the Language Difficulties of Children With Specific Language Impairments: Does Verbal Working Memory Matter? American Journal of Speech-Language Pathology, 11(1), 77-91. doi:1058-0360/02/1101-0077
- Montgomery, J. W. (2003). Working Memory and Comprehension in Children With Specific Language Impairment: What We Know So Far. Journal of Communication Disorders, 36(3), 221-231.
- Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010). Working Memory and Specific Language Impairment: An Update on the Relation and Perspectives on Assessment and Treatment. American Journal of Speech-Language Pathology, 19(1), 78-94.
- Niyazi, K. (2019). Bilimsel Araştırma Yöntemi, Kavramlar İlkeler Teknikler (34. Baskı b.). Ankara: Nobel Akademik Yayıncılık.
- Nozari, N. (2018). Chapter Seven - How special is language production? Perspectives from monitoring and control. K. D. Federmeier, & D. G. Watson içinde, Current Topics in Language (s. 179-213). Elsevier Inc.
- Oetting, J. B., McDonald, J. L., & Hegarty, M. (2016). Sentence Recall by Children With SLI Across Two Nonmainstream Dialects of English. Journal of Speech Language and Hearing Research, 59(1), 183-194.
- Owens, R. E. (2004). Language Disorders͗ A Functional Approach to Assessment and Intervention 4th Edition. Boston: Pearson Education.
- Pham, A. V., & Hasson, R. M. (2014). Verbal and Visuospatial Working Memory as Predictors of Children’s Reading Ability. Archives of Clinical Neuropsychology, 29(5), 467-477.
- Prelock, P. A., & Hutchins, T. L. (2018). Children with Specific Language Impairment. P. A. Prelock, & T. L. Hutchins içinde, Clinical Guide to Assessment and Treatment of Communication Disorders (s. 53-64). Springer International Publishing.
- Rapin, I. M., Dunn, M. A., Allen, D. A., Stevens, M. C., & Fein, D. (2009). Subtypes of Language Disorders in School-Age Children With Autism. Developmental Neuropsychology, 34(1), 66-84. https://doi.org/10.1080/87565640802564648
- Riches, N. G., Laucas, G., Baird, G., Charmans, T., & Simonoff, E. (2008). Sentence Repetition in Adolescents With Specific Language Impairments and Autism: An Investigation Of Complex Syntax. International Journal of Language & Communication Disorders, 45(1), 47-60.
- Rusli, Y. A., & Montgomery, J. W. (2017). Children’s Comprehension of Object Relative Sentences: It’s Extant Language Knowledge That Matters, Not Domain-General Working Memory. Journal of Speech Language and Hearing Research, 60(10), 1-14.
- Saeed, T., & Tahir, S. (2016). Impact of Working Memory and Cognitive Functioning on Specific Language Impairment (SLI). Journal of Psychology & Clinical Psychiatry, 6(4).
- Santos, d. C., & Ferre, S. (2018). A Nonword Repetition Task to Assess Bilingual Children’s Phonology Children’s Phonology. Language Acquisition, 25(1), 58-71. https://doi.org/10.1080/10489223.2016.1243692
- Schoff, K. (2019, Mayıs 8). Nonword Repetition and Word Learning in Children with Specific Language Impairment. Undergraduate Honors Thesis Collection/ A Thesis. Butler University .
- Schuele, M. C., & Hadley, P. A. (1999). Potential Advantages of Introducing Specific Language Impairment to Families. American Journal of Speech-Language Pathology, 8(1), 11-22. https://doi.org/10.1044/1058-0360.0801.11
- Schwering, S. C., & MacDonald, M. C. (2020). Verbal Working Memory as Emergent from Language Comprehension and Production. Hypothesis and Theory, 14(68). https://doi.org/10.3389/fnhum.2020.00068
- Seyhun͘, T. (1999). Dil ve Konuşma Sorunlu Çocukların Sesbilgisel Çözümleme Yöntemi ile Değerlendirilmesi ve Konuşma Dillerindeki Sesbilgisel Özelliklerin Betimlenmesi. Eskişehir: Anadolu Üniversitesi Yayınları.
- Simms, M. D. (2007). Language Disorders in Children: Classification and Clinical Syndromes. Pediatric Clinics of North America, 50(3), 437-467. https://doi.org/10.1016/j.pcl.2007.02.014
- Slavin͕, R. E. (2015). Bilişsel͕ Dil ve Okuma-Yazma Gelişimi. R. E. Slavin͕ içinde, Eğitim Psikolojisi, Kuram ve Uygulama (G. Yüksel, Çev., s. 28-47). Ankara: Nobel Akademik Yayıncılık.
- Spanoudis, G. C., & Natsopoulos, D. (2011). Memory Functioning and and Mental Verbs Acquisition in Children with Specific Language Impairment. Research in Developmental Disabilities, 32(6), 2916-2926. doi:10.1016/j.ridd.2011.05.011
- Stokes, S. F., Klee, T., Kornisck, M., & Furlong, L. (2017). Visuospatial and Verbal Short-Term Memory Correlates of Vocabulary Ability in Preschool Children. Journal of Speech Language and Hearing, 60(10), 1-10.
- Tabachnick, B. G., & Fidell, L. S. (2018). Using Multivariate Statistics, 7th Edition. New York: Pearson Education.
- Turan, F. (2016). Dil ve Konuşma Bozuklukları. N. Metin, & A. İ. Yükselen içinde, Özel Gereksinimli Çocuklar ve Kaynaştırma (Cilt 2. Baskı, s. 145-161). Ankara: Hedef CS Basın Yayın.
- Turan, F. (2018). İletişim͕ Dil ve Konuşma Bozukluğu Olan Çocuklar. N. Metin içinde, Özel Gereksinimli Çocuklar (Cilt 2. Baskı, s. 179-226). Ankara: Anı Yayıncılık.
- Veeramani, P., & Rathinaswamy, R. (2019). Statistical learning of dependencies in children with specific language impairment: An exploratory study. International Journal of Research Studies in Language Learning, 8(2), 1-12. doi:10.5861/ijrsll.2019.3015
- Verhagen, J., & Leseman, P. (2016). How Do Verbal Short-Term Memory and Working Memory Relate to The Acquisition of Vocabulary and Grammar? A Comparison Between First and Second Language Learners. Journal of Experimental Child Psychology, 141, 65-82.
- Vugs, B., Cuperus, J., Knoors, H., Hendirks, M., & Verhoeven, L. (2017). Chapter 8 Executive Function Training Effects in children with SLI. B. Vugs içinde, Executive functions in children with SLI: a dynamic perspective (s. 141-160). Rottherdam.
- Vugs, B., Hendriks, M., Cuperus, J., & Verhoeven, L. (2014). Working Memory Performance and Executive Function Behaviors in Young Children with SLI. Research in Developmental Disabilities, 35(1), 62-74.
- Vugs, B., Hendriks, M., Cuperus, J., Knoors, H., & Verhoeven, L. (2017). Developmental Associations Between Working Memory and Language in Children With Specific Language Impairment: A Longitudinal Study. Journal of Speech, Language, and Hearing Research, 60(14), 1-11.
- Vugs, B., Knoors, H., Cuperus, J., Hendriks, M., & Verhoeven, L. (2016). Interactions between working memory and language in young children with specific language impairment (SLI). Child Neuropsychology, 22(8), 955-978.
- Waters, G. S., & Caplan, D. (2006). Language Comprehension and Verbal Working Memory. Encyclopedia of Cognitive Science, 1-15.
- Weighall, A. R., & Altmann, G. T. (2010). The Role of Working Memory and Contextual Constraints in Children's Processing of Relative Clauses. Journal of Child Language, 38(3), 579-605.
- Ziethe, A., Eysholdt, U., & Doellinger, M. (2013). Sentence Repetition and Digit Span: Potential Markers of Bilingual Children With Suspected SLI? Logopedics Phoniatrics Vocology, 38(1), 1-10.